Schedule

• Potential Outcomes Framework
  • The Experimental Ideal
  • Counterfactual reasoning
  • The Fundamental Problem of Causal Inference

10 minute break

• Directed Acyclic Graphs (DAGs)
  • Confounding
  • Selection Bias

1 hour lunch break

• Causal Identification in Observational Studies
  • Matching
  • Generalized Difference-in-Differences
  • Regression Discontinuity
  • Instrumental Variables

10 minute break

• Advanced Topics in Observational Causal Inference
  • Sensitivity Analysis
  • Machine Learning & Causal Inference

My Background & Research Interests

Correlation vs. Causation

Correlation vs. Causation

• Correlation
  • A statistical measure that describes the extent to which two variables change together
  • Does not imply causation
• Causation
  • A relationship between two variables where one variable causes the other to change
  • Establishing causation requires careful study and analysis

What is Causal Inference?

• Goal: Estimate the causal effect of a treatment, policy, or intervention.
• Key Question: What would have happened if things had been different?
• Example: Does a new economic policy increase employment?

Counterfactual Thinking

• Causal effects are defined in terms of potential outcomes.
• The counterfactual is what would have happened in an alternative scenario.
• Example:
  • You take a job training program → You get a higher salary.
  • Counterfactual: What would your salary have been if you had not taken the program?

Potential Outcomes Framework

“no causation without manipulation.”

-Rubin (1975)

Potential Outcomes Framework

• Define treatment T:

  • T = 1 (treated)
  • T = 0 (control)

• Define potential outcomes:

  • ( Y(1) ) = Outcome if treated
  • ( Y(0) ) = Outcome if not treated

• Causal Effect:

  \[ Causal \, Effect = Y(1) - Y(0) \]

• Problem: We can only observe one of these!

The Fundamental Problem of Causal Inference

• We never observe both ( Y(1) ) and ( Y(0) ) for the same unit.
• This makes causal inference challenging.
• Solution: Use statistical methods to approximate the counterfactual.

Observed vs. Missing Data

• Key challenge: Estimating missing potential outcomes.

The Experimental Ideal

• Randomized Experiments (RCTs) are the gold standard for causal inference.
• Random Assignment: Ensures that treatment is independent of potential outcomes.
• Counterfactuals: Each unit has a well-defined counterfactual.
• Causal Effects: Can be estimated without bias.

Limitations of Experiments

• Ethical Concerns: Not all research questions can be answered with experiments.
• Practical Concerns: Experiments can be expensive, time-consuming, or infeasible.
• External Validity: Findings from experiments may not generalize to other contexts.

Observational Studies

• Observational Studies: Use naturally occurring variation to estimate causal effects.
• Challenges:
  • Confounding: Treatment and potential outcomes are correlated.
  • Selection Bias: Treatment assignment is not random.
  • Endogeneity: Treatment is influenced by the outcome.

Summary

• Causal inference helps answer “what if” questions.
• The potential outcomes framework defines causal effects.
• The fundamental problem is that we never observe both potential outcomes.
• Next session: Causal Identification & Assumptions.

Thank You!

📌 Questions? Feel free to ask!

Session 2: Directed Acyclic Graphs (DAGs)

Directed Acyclic Graphs (DAGs)

• Directed Acyclic Graphs (DAGs):
  • A visual tool for representing causal relationships.
  • Nodes represent variables, edges represent causal relationships.
  • Acyclic: No feedback loops or causal chains.

Directed Acyclic Graphs (DAGs)

• Bias in [observational] studies:
  • Confounding
  • Selection Bias/Endogeneity
• DAGs help identify these sources of bias.

DAGs

source: Brophy (2021)

Confounding

• Definition: Confounding occurs when a third variable (a confounder) influences both the treatment and the outcome, creating a spurious association.

• Problem: Confounders are pre-treatment variables that affect both treatment assignment and the outcome.

• Effect: Confounding distorts the causal effect because it makes it unclear whether the observed effect is due to the treatment or the confounding variable.

• Confounding is not based on statistical associations, but on qualitative knowledge of the data.

Confounding

RQ: Does job training increase salary?

• Example:
  • Treatment: Job training program
  • Outcome: Salary
  • Confounder: Motivation
• Problem: The treatment and outcome are correlated because of the confounder.

Confounding DAG

Selection Bias

• Definition: Selection bias occurs when the sample used in the analysis is not representative of the population due to a non-random selection process

• Problem: Arises when the probability of being included in the study depends on the treatment, the outcome, or factors related to both.

• Effect: Creates spurious associations between the treatment and outcome that do not reflect the true causal effect.

Selection Bias Example

• Example:
  • Treatment: Job Training Program
  • Outcome: Employment
  • Selection Bias: Some people complete the training, some don’t
• Conditioning on a collider induces a spurious association between the treatment and outcome.

Other forms of selection bias

• Survival Bias: Only observing units that survive until the end of the study.
• Non-response Bias: Only observing units that respond to the survey.
• Publication Bias: Only observing studies that report significant results.
• Attrition Bias: Only observing units that remain in the study.

Addressing Confounding

• We can condition on confounding variables to block backdoor paths.
• Conditioning: Adjusting for confounders or selection variables in the analysis.
  • e.g. ‘controlling for’ or ‘including’ variables in a regression model.

Addressing Selection Bias

• This is more challenging than confounding because it is not based on pre-treatment variables

• Solutions:

  • Randomized Experiments: Random assignment ensures that treatment is independent of potential outcomes.
  • Instrumental Variables: Use an instrument to estimate the causal effect.

Activity

• Identify a research question of interest.
• Create a DAG that represents the causal relationships.
• Identify potential sources of confounding or selection bias.
• Think about how you would address these issues in your analysis.

Bonus: Create a DAG

library(dagitty)
library(ggplot2)
library(ggdag)

dag <- dagitty( 'dag {
  X -> Y
  Z -> X
  Z -> Y
}' )

ggdag(dag, text_size = 10, node_size = 14) + theme_dag() +
  labs(caption = "X = Job Training\nY = Salary\nZ = Motivation")

Summary

• Directed Acyclic Graphs (DAGs):
  • Visual tool for representing causal relationships.
  • Help identify sources of bias in observational studies.
• Confounding:
  • A third variable influences both the treatment and outcome.
  • Distorts the causal effect.
• Selection Bias:
  • Non-random selection process creates spurious associations.
  • More challenging to address than confounding.

More on DAGs

• Resources:
  • The Effect: An Introduction to Research Design and Causality by Nick Huntington-Klein
  • (Mostly Clinical) Epidemiology with R by James Brophy
  • DAGitty: Online tool for creating and analyzing DAGs
  • ggdag: R package for visualizing DAGs

Lunch Break

• Time: 1 hour

Session 3: Causal Identification in Observational Studies

Causal Identification in Observational Studies

• Causal Identification: Estimating causal effects in observational studies.
• Common Methods:
  • Difference-in-Differences (DiD)
  • Regression Discontinuity (RD)
  • Instrumental Variables (IV)
• Goal: Estimate causal effects without bias.

Estimands in Causal Inference

• ATE (Average Treatment Effect):
  • The average causal effect of treatment on the outcome.
  • \(ATE = E[Y(1) - Y(0)]\)
• ATT (Average Treatment Effect on the Treated):
  • The average causal effect of treatment on the treated units.
  • \(ATT = E[Y(1) - Y(0) | T = 1]\)
• CATE (Conditional Average Treatment Effect):
  • The causal effect of treatment for a specific subgroup of units.
  • \(CATE = E[Y(1) - Y(0) | X]\)
• LATE (Local Average Treatment Effect):
  • The causal effect of treatment for compliers in an IV setting.
  • \(LATE = E[Y(1) - Y(0) | D = 1]\)

The Experimental Ideal (again)

• Randomized Experiments (RCTs):
  • Gold standard for causal inference.
  • Random assignment ensures treatment is independent of potential outcomes.
  • Causal effects can be estimated without bias.
  • Estimates the ATE.

We want to keep returning to this ideal when designing observational studies.

Difference-in-Differences (DiD)

• Workhorse of causal inference in economics and social sciences.
• Idea: Compare changes in outcomes over time between treated and control groups.
• Estimand: The average treatment effect of the treatment on the treated.

Difference-in-Differences (DiD)

• Assumptions:
  • Parallel Trends: Treated and control groups have parallel trends in the absence of treatment.
  • Common Shocks: No unobserved shocks that affect treated and control groups differently.
  • Stable Treatment: Treatment does not change over time.
  • No Spillovers: Treatment does not affect control units.
  • No Anticipation: Units do not anticipate the treatment.

DID Example

Does a new training programme increase employment rates?

The UK Government introduces a training programme to increase employment. The programme is rolled out to local authorities at different times. We want to estimate the causal effect of the programme on employment rates.

DID Example

DID Example

Regression Discontinuity (RD)

Many policies assign treatment based on a threshold. RD estimates causal effects by comparing outcomes just above and below the threshold.

• Idea: Compare outcomes for units just above and below a [arbitrary] threshold.
• Key Assumption: Units just above and below the threshold are similar in all other respects.
• Estimand: Usually the LATE (Local Average Treatment Effect).

Regression Discontinuity (RD)

• Assumptions:
  • Common Trend: Units just above and below the threshold would have followed the same trend in the absence of the threshold.
  • No Manipulation: Units cannot manipulate the threshold to change treatment assignment.
  • No Spillovers: Treatment does not affect units on the other side of the threshold.

RD Example

Does the size of a seminar group affect student performance?

The maximum number of students per seminar group at LSE is 30. We want to know whether seminar group size affects student performance. We compare student performance just above and below the threshold.

RD Example

RD Example

Instrumental Variables (IV)

• Idea: Use an instrument to estimate the causal effect of treatment.
• Instrument: A variable that affects treatment but is unrelated to the outcome.
  
• Estimand: LATE (Local Average Treatment Effect) for compliers.

Instrumental Variables (IV)

• Assumptions:
  • Relevance: The instrument affects treatment.
  • Exogeneity: The instrument is unrelated to the outcome except through the treatment.
  • Exclusion: The instrument does not affect the outcome except through the treatment.

IV Example

Does college education increase earnings?

There are many reasons why people choose to go to college, such as ability, motivation, and family background. One factor that may affect college attendance is proximity to a college. We can use proximity to a college as an instrument for college attendance (Card 1993)

IV Example

IV Example

Can we think of any issues with this IV example?

Summary

10 Minute Break

Session 4: Estimating Causal Effects in Observational Studies

Full Example:

• Difference-in-Differences (DiD)
  • Assumptions required for causal identification
  • Estimating the causal effect
  • Interpreting the results

Difference-in-Differences (DiD) recap

• Idea: Compare changes in outcomes over time between treated and control groups.
• Assumptions:
  • Parallel Trends: Treated and control groups have parallel trends in the absence of treatment.
  • Common Shocks: No unobserved shocks that affect treated and control groups differently.
  • Stable Treatment: Treatment does not change over time.
  • No Spillovers: Treatment does not affect control units.
  • No Anticipation: Units do not anticipate the treatment.

DiD Example

In April 2020 during the height of the COVID pandemic, Donald Trump sent three messages on Twitter calling for the “liberation” of three specific states under lockdown. We want to estimate the causal effect of these tweets on social distancing behavior.

DiD Example

DiD Example Assumptions

What assumptions do we need to identify the causal effect of Trump’s tweets on social distancing behavior?

What are potential threats to these assumptions?

Estimating the Causal Effect

• DiD Estimator:
  • \[Y_{it} = \alpha_i + \lambda_t + \delta (\text{treated}_i * \text{post}_t) + \epsilon_{it}\]

where:

Getting the data

• Data Source: Google Mobility Reports

Github Repository

Github Repository: Causal Inference Methods for Observational Data